Computer-Assisted Learning in Elementary Reading: A Randomized Control Trial

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344 first- through fourth-grade students in three schools in a large Midwestern U.S. city. The results of hierarchical linear modelling analyses indicated that the computer-assisted learning program had a statistically significant positive impact on student reading gains when compared with traditional reading instruction alone. The impact corresponded to a moderate effect size (d = 0.38).     

A Randomized Trial of an Elementary School Mathematics Software Intervention: Spatial-Temporal Math

Abstract

Fifty-two low performing schools were randomly assigned to receive Spatial-Temporal (ST) Math, a supplemental mathematics software and instructional program, in second/third or fourth/fifth grades or to a business-as-usual control. Analyses reveal a negligible effect of ST Math on mathematics scores, which did not differ significantly across subgroups defined by prior math proficiency and English Language Learner status. Two years of program treatment produced a nonsignificant effect. Publication of evaluation results from large-scale real-world supplemental mathematics instructional implementations such as this one can provide a realistic view of the possibilities, costs, and limitations of this and other computer aided instruction supplemental interventions.     

An Experimental Evaluation of Four Elementary School Math Curricula

Abstract

This article examines the effectiveness of four elementary school math curricula: (a) Investigations in Number, Data, and Space; (b) Math Expressions; (c) Saxon Math; and (d) Scott Foresman–Addison Wesley Mathematics (SFAW). These curricula are distinct from one another and represent many of the diverse approaches used to teach elementary school math in the United States. The results are based on 39 schools that were randomly assigned to use the various curricula at the first-grade level. The results show that average spring first-grade math achievement of Math Expressions and Saxon students was 0.30 SD higher than Investigations students and 0.24 SD higher than SFAW students. These effect sizes mean that an average-performing student's percentile rank in math would be 9 to 12 points higher if the school used Math Expressions or Saxon, instead of Investigations or SFAW. We also conducted correlational analyses that examine whether curriculum-group differences in math instructional time and content coverage account for the differences in curriculum effects and found that a portion of the relative effects is due to differences in content coverage.     

A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12

Abstract

This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly assigned to the Pathway Project professional development intervention or control group. The Pathway Project trains teachers to use a pretest on-demand writing assessment to improve text-based analytical writing instruction for mainstreamed Latino ELLs who are able to participate in regular English classes. The intervention draws on well-documented instructional frameworks for teaching mainstreamed ELLs. Such frameworks emphasize the merits of a cognitive strategies approach that supports these learners’ English language development. Pathway teachers participated in 46 hrs of training and learned how to apply cognitive strategies by using an on-demand writing assessment to help students understand, interpret, and write analytical essays about literature. Multilevel models revealed significant effects on an on-demand writing assessment (d = .35) and the California Standards Test in English language arts (d = .07).     

高职院校文书档案标准化建设初探

档案工作是高职院校院务工作的重要组成部分,而文书档案的标准化建设直接关系到档案工作的成败。因此,必须从文书档案的产生开始,规范语言文字,遵守立卷归档原则,制订相应的规章制度,以加强文书档案的标准化建设。     

建设和谐社会和高校体育优势向城市社区体育延伸的研究

运用文献资料法和逻辑分析法对建设和谐社会、高校体育优势和城市社区体育三者的关系进行辨析,阐述了高等院校具有人才、场地和教育功能等方面的体育优势,及在促进城市社区体育发展,向城市社区体育延伸,完善城市社区功能,建设和谐社会等方面的作用。     

Impact of a Social-Emotional and Character Development Program on School-Level Indicators of Academic Achievement,Absenteeism, and Disciplinary Outcomes: A Matched-Pair,Cluster-Randomized,Controlled Trial

Abstract

This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools (M enrollment = 544) and was conducted from the 2002–03 through the 2005–06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to 1-year posttrial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math, that 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math, and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range = 0.5–1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.     

定位素质教育的高师整体写作教学理论新构架 (整体写作训练教学理论研究系列论文之四)

整体写作教学理论强调写作课的师范性 ,倡导能力接着的素质教育本位目标的定位与回归 ,强调教学目标的整体性 ,力避目标的单一性和片面性 ,着重培养学生的实际写作能力及作文从教能力。新理论把感悟能力的培养作为教学的关键环节 ,克服旧体系忽视乃至缺乏对感悟能力的训练 ,只侧重理论、技巧的学习的匠气化弊端 ,以整体性的教学目标的达成 ,以阅读———感悟———写作训练的基本操作方式为其理论的核心内容。